The comparison of discrete trial training with two different error correction procedures in teaching to children with autism spectrum disorder

In the current study, it was aimed to compare the effectiveness and efficiency of the discrete trial training (DTT) with two different error corrections, a model of the correct response and a remove and re-present, in teaching the informing and warning community signs/labels to children with autism spectrum disorder (ASD). The study also aimed to determine whether children were able to generalize to different materials the skill they learned, and the acceptability of error correction procedures by peers with typical development. Four children aged between 7-11 years participated in the study who attended a special education center. An adaptive alternating treatments design, one of the single-subject experimental research designs, was used. Findings indicate that DTT with both the model for correct response and the remove and re-present were effective in teaching informing and warning community signs/labels to children with ASD; there was no significant difference between two DTT procedures; DTT with model for correct response was more efficient for four children. The findings reveal that while the three of children generalized the skill to different materials, a child could not generalize. Findings also show that a model for a correct response as an error correction procedure was more acceptable for peers with typical development. Keywords: Autism spectrum disorder, Discrete trial training, Error correction, Community signs and labels.